Instructional Practices and Implementation Challenges of Physical Science Teachers Under the Spiral Curriculum Approach in Secondary Education

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{"abstract":"This study examined the competence and professional preparation, instructional practices, and implementation challenges of Physical Science teachers in applying the spiral curriculum and used the findings as a basis for developing a contextualized teaching guide. A quantitative descriptive survey design was employed among 60 secondary school science teachers from one district in the Schools Division of Quezon, selected through purposive sampling. Data were gathered using a researcher-developed questionnaire covering teacher competence and professional preparation, instructional practices, and implementation challenges. The instrument underwent expert validation and pilot testing, with internal consistency established through Cronbach’s alpha. Weighted arithmetic means were used to analyze the data. Results showed that teachers were highly competent in implementing the spiral curriculum, with an overall weighted mean of 3.58. Instructional practices were implemented to a great extent across content progression and conceptual integration (3.59), instructional strategies (3.61), assessment practices (3.55), and utilization of learning resources and materials (3.56). Despite these favorable results, teachers reported implementation challenges, particularly in learning resources and materials (2.86), assessment practices (2.84), and professional support and training (2.53). Specific concerns included students’ difficulty answering higher-order questions involving previously learned concepts (3.38) and the time required to prepare valid and reliable assessments for spiraled topics (3.05). The findings indicate that implementation challenges are more closely associated with contextual, resource, assessment, and support conditions than with fundamental deficiencies in teacher competence. Based on the identified needs, a contextualized teaching guide was developed to strengthen concept sequencing, scaffolding, assessment alignment, instructional strategies, and resource utilization. The study underscores the importance of sustained professional support and context-responsive instructional resources for improving the coherence and effectiveness of spiral Physical Science instruction.","abstract_source":"original","authors":["Dennis Arcos","Erwin Abrencillo"],"date":"2026-09-25","doi":"10.70838/pemj.630406","id":10866,"issue":4,"journal":{"issn":"2822-4353","name":"Psychology and Education: A Multidisciplinary Journal"},"pdf_sha256":"cde504831c695cd5182407fab9eb16d47b52d6d232da54bbd6a12cceff563532","schema":"scimatic-article/1","title":"Instructional Practices and Implementation Challenges of Physical Science Teachers Under the Spiral Curriculum Approach in Secondary Education","volume":63}

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